The Use of CRM in Australian Banking Industry

Main body Essays

Main body Essays Main body Essay Main body Essay In William Wordsworth preface to his lyrical ballads he draws upon the fact that his poems are going to reflect ordinary things. He suggests ordinary things should be presented to the mind in an unusual way (357). This claim is no different than what is presented in his poem the convict. It can be argued that in his poem Wordsworth reveals his true feelings about prison reform at the time of writing and the empathy that he illuminates towards the convict is effective in engaging the readers sympathy. The fact that the poem is called the the convict allows the reader to fully understand that although we do not know the crime of the man we are aware his is a captive. Wordsworth th is attempting to present his views towards prison reform and treatment as the man appears to be held captive by the dungeon he is confined too. It can be argued the use of the term dungeon reflects conditions of prisons during the late eighteenth century. This is because as a reader we conjure up the image of been completely isolated and barricaded from all outside world, and from this image Wordsworth allows the reader to immediately feel sympathy towards the man, which only serves to highlight the oppression. Oppression that the conflict is subjected too in his time of imprisonment is clearly reflected by Wordsworth gloomy descriptions of his situation. His eyes look steadfast dejectionon the fetters that link him to death. To an extent this poem reflects treatment of the convicts during the romanticism era as he recognises the power of the monarchy that fetters, yet in using the word dejection Wordsworth appears to be highlighting his lack of freedom, and the hopelessness the convict feels within the situation. In describing his eyes to appear with a powerful dejected image Wordsworth is drawing upon the negativist effects of imprisonment and it can be argued this reflects his strong beliefs about prison reform. Through the technique and use of negative images Wordsworth appears to be encouraging the reader to empathize with the convicts sad eyes. Wordsworth it can be argued is highlighting his views on prison reform by using obscene imagery in order to show the injustice of the convicts oppression. He informs the reader how the man is so mobbed with guilt his bones are consumed, and his life-blood is dried. This quote it can be argued is reflecting Wordsworth belief on prisoner rehabilitation as he is stressing the emotion and guilt prisoners do feel for what they have done. By using the term dried it can be argued he is attacking prison offices and guards who no longer take notice in what the prisoners have to say, and leave them there to rot in their own guilt. This is further evident when the man wishes the past undo. It appears the man cannot get rid of the guilt he feels for the on his view. The use of the word blackened emphasizes the life of the prisoners during this time, and such darkening language, particularly the use of blood and dried encourages the reader to feel sympathy for prisoners who appear to have lost al l chance in life. It can be argued that Wordsworth clearly reflects his views on prison reform and the treatment of convicts in the late eighteenth century when he contrasts the prisoners situation with that of the monarch. The guilt the convict feels is contrasted with the monarch who from dark synod or blood reeking field. To his chamber is led. The image of a dark synod and blood reeking field bring much negative connotations to the crime of the monarch, it can be said they suggest a sinister, bloody crime and surely this may be no different from that of the convict. Yet the, similar crimes that the monarch has committed appear forgiven as all soothers of sense their soft virtue yield. It appears Wordsworth may be attacking the difference in treatment when he highlights the fact that the monarch returns to his chamber, this is a stark contrast from the convict been confined to the thick ribbed walls. In contrasting clear situations as a result of similar crimes it can be pointed out Wordsworth appe ars to be attacking the treatment and conditions of the prisoners during the late eighteenth century. These images in can be argued reflect the political oppression and harsh treatment towards convicts of captives during the time this poem is written, the silencing of the dog the jail mastiff causes the convict to clearly suffer, terror leaps at his heart. The personification of terror here can be argued highlights how those in power within the prisoner silence the captives, just as the jail-mastiff silences the convict. This quote it can be argued shows Wordsworth views on the treatment of the prisoners during this time. In silencing the convict by the howls of the jail-mastiff it can be said he is attacking how freedom and speech and movement is immediately took away from men in prisons. Through this presentation of loss of freedom, Wordsworth clearly engages the reader in order to highlight the empathy he feels, and also the narrator of this poem. The speaker has not come to look upon the captive and laugh or make fun of his situation, he comes as a brother thy sorrows to share. W ordsworth here shows how the narrator also feels empathy towards the captive. The word sorrow emphasizes the captive situation and it is through this Wordsworth is confirming his sympathy towards all those oppressed. Throughout the poem Wordsworth feelings and empathy are clearly evident to the reader. It appears that empathy is the main passion he is asking the readers to feel towards the convict. Throughout the poem he appears to have engaged the reader with sympathetic responses and ideas to this lack of freedom the convict has been subjected too. This is apparent from the opening of the play in which he describes the convict as an outcast of pity this engages the reader as it highlights that not only has the convict become an outcast with society, and lost his freedom he is also now an outcast of pity. This quote it can be argued engages the reader and allows the reader to feel much sorrow, as the man does not even have pity as a feeling. The situation of the common criminal is repeatedly addressed throughout the poem also; I think Wordsworth does this as an attack on the political system and treatment of the oppressed during this time. In revealing the criminals harsh prison life, Wordsworth it can be said is revealing important truths of lives of the criminals. He appears to take this situation that many men were troubled with and point out that freedom is so important to men and also empathy as a passion. The narrator who at the end explains my care, if the arm of the mighty were mine, would plant thee where thoust might blossom again further emphasizes this. This reflects the sorrow the narrator feels over the loss of freedom for the convict, Wordsworth is communicating to the audience how his chance for freedom is lost now he is in prison, and this serves as an attack against the rehabilitation of convicts.

The views and perceptions of students and mentors regarding mentorship Dissertation

The views and perceptions of students and mentors regarding mentorship role - Dissertation Example The shortage of nursing staff has simultaneously reduced the faculty available for mentoring. However as peer mentoring has been found to be a feasible solution to the many challenges by several researchers there is no other option but to enforce practical solutions. The promotion of the concept of peer mentoring provides an overall answer. The stress on education and the burden on the limited number of faculty could be lessened through increasing the opportunity for peer mentoring. Mentorship or preceptorship has become an essential strategy of nursing education for the preparation of nursing students for the profession (Smedley, 2008). Researchers have made suggestions to overcome hurdles and promote peer mentoring. Nurses could mentor other nurses and students could mentor their juniors apart from the usual concept where lecturers and nurse educators mentored nursing students (Dennison, 2007). The mentors were to be supported by other staff and clinical colleagues. Exceptional aca demic and clinical skills determined whether a nurse or nursing student could be a mentor. The vast literature on the subject of mentorship, which kept changing its features, has opened my eyes to this problem of mentorship in nursing needing speedy resolution. The future of nursing, quality care and client satisfaction depended on the ethical practices for assessment of the clinical abilities or skills of a nursing student (Gopee, 2008). The general trend highlights the vital role of the clinical staff nurses in the mentoring of students into competent leaders of the future and custodians of safe and efficient patient care. However the problem that nurses have not fully grasped the significance of their roles... The paper tells that a significant requirement of nurse education was the presence and support of a preceptor who played a key role in the integration and growth of nursing students towards the profession. The benefits of the learning experiences were mutual for both the preceptor and the student nurse. The hospital, the community and mental health centers were the different settings where the guidance of the preceptor had a role in shaping the student nurse for further experiences in the profession. Her observation and supervision enhanced the abilities of the student and equipped them with problem-solving habits. Socialization was the technique that the preceptor used to help the nurse student to notice the link between theory and practice, a great responsibility. The preceptor meanwhile has her own experience of being a successful preceptor adding a new feather in her cap. The preceptor’s selfless attitude in nursing would be emulated by her students and this further instil led in her the power of her additional responsibility and prowess in her profession. The preceptor planned the time management, prioritization of care and delegation of work. Smedley and Penney had advocated a preceptor’s course for registered nurses which improved their skills for preceptorship to produce a learning relationship in their work setting. The mentored nursing students would advance in professional skills, elevating their knowledge and gradually changing their attitudes to the profession through an action-learning process.

Security as a profession Essay Example | Topics and Well Written Essays - 750 words

Security as a profession - Essay Example Most individuals find security as their last option preferring white-collar professions to it. The association of the industry and other fields is addressing these obstacles. It is unfortunate that most individuals are failing to appreciate security as a profession yet they cannot survive without applying various means of security in their workstations or their homes. Most organizations and industries are making use of such security individuals to safeguard their premises over theft and burglary. Thus, failing to appreciate this level of security details is intriguing and ironic at the same time. For many years, individuals working as security guards view themselves as working in jobs only for the survival of it but they do not view it as a profession. Many just ventured into such security jobs because they did not have any alternative job to earn a living from. Others were enrolled in security positions to safeguard the elite from others until they retired. Others served in the military or police service for many years and then figured out that they were qualified for a job as security officials. The other group of individuals chose it as a career went to school to develop essential skills then began tarmacking in search of security jobs from companies. They began building their skills in the progress and climbed up the ladder on their way.

Realism as a Method to Depict Immediacy Unexpectedness and Wonder in Essay

Realism as a Method to Depict Immediacy Unexpectedness and Wonder in Berninis Apollo and Daphne and Poussins Et in Arcadia Ego - Essay Example It’s that disruption of stasis that I felt the night my ex dropped the â€Å"we need to talk† line on me. It’s cliche and immature to dwell on emotional turmoil, yet that night my roommate got an earful of conversations and complaints. Before turning in for the night, he left me with that old as time adage that has passed through nearly every broken heart. â€Å"You can’t understand happiness without feeling pain,† he told me, and as cliche as the phrase is, it is still something I hold to be true. As I studied Apollo and Daphne1 and Et in Arcadia Ego2, I couldn’t help but wonder if Gian Bernini and Nicolas Poussin were attempting to express the same heartache that is so central to this human condition we share. Beyond the longing gaze in Apollo’s eyes and the lamenting stare of the shepherd’s face, what drew me to this question were not the works themselves, but the emotions I felt because of the works. To capture these emotion s, Bernini and Poussin incorporated a novel technique of using realism as a means to achieve the awe-inspiring effect so common to Baroque visual culture. In his 1998 book Italian Baroque Sculpture, Boucher highlights the fact that awe-inspiring effects such as â€Å"immediacy and mimicry, and the unexpected and the surprising were all prized by Baroque artists†3. ... It is for this reason that it became one of the most important aims of Italian Baroque sculpture to represent ‘flesh as flesh’†¦Ã¢â‚¬ 4 . While this quote focuses on sculpture, this emphasis on a realistic style was central to all Baroque visual culture. Combining realistic figures with the shocking imagery of a woman turning into a tree or a forgotten tomb in the middle of a field created these desired effects. Because realism is necessary for the effects of immediacy, unexpectedness, and wonder, realism was essential to Baroque visual culture and was skillfully incorporated into the works Apollo and Daphne and Et in Arcadia Ego. The most obvious effect in Bernini’s sculpture is one that is highly associated with Baroque visual culture: immediacy. In his article â€Å"The Element of Motion in Baroque Art and Music†, William Flemming describes this increased feeling of immediacy in Baroque culture by saying, â€Å"The Baroque period brought about a q uickening of the pulse of human affairs. It was an age of movement, activity, exploration. Time is of utmost importance. The mechanical clock becomes the dominant symbol of this period and performs the unique function of translating the movements of time into spatial dimensions.† If one is to follow this symbolism to Bernini’s sculpture, then Daphne’s extended arm is minutes away from striking twelve: an obvious symbol of the immediacy felt in the scene. This sculpture is not a still life; this is the peak of action in a moment that will define the lives of these two gods forever. To simply depict this scene with a realistic style would completely miss the specter of a woman turning into a tree, yet to completely focus on the tree would be to ignore the metamorphosis. This is where Bernini’s true genius is

Democratic Government and School System of Haiti

Democratic Government and School System of Haiti About the paper The given discussion paper is based on the topic ‘Democratic Government and School System of Haiti’. In the given paper, the main focus point is the education system of Haiti, which is an island of West Indies. Due to the adverse condition of the Republic of Haiti, since the independence of the nations, the education system is very ineffective and is the main cause of poverty and lower economic level of the country. In this paper, it is evaluated that with the democratic structure of the education system of Haiti, how can effective measures be taken for a positive impact on the social and intellectual development of the people over there; especially, the youth and the adult populace. The given learning paper is divided into three parts namely the breadth, the depth and the application. All the three parts of this learning paper are interconnected with each other and the discussion of these three parts have a flow of information. In the first part of the discussion paper namely the ‘breadth’, the theories related to education and democracy and are analyzed. The theories suggested in the given paper are given by Jean Jacques Rousseau, John Dewey and Jean Piaget. The concept of these theories is based on the formation of the organizational structure of Haiti. In addition to this, the Historical perspective of Haiti and its struggle for the imposition of the educational practices and values of the western countries is also described in the same section of the paper. With the use of the given theoretical framework, interlink between the race, education and democratic governance is also analyzed in the same segment of the discussion paper (Investing in Ins truction for Higher Student Achievement, 2003). The next segment of the learning paper is the ‘depth’. In this part of the paper, the annotated bibliography of a series of the current scholarly articles is made. The articles selected are related to the subject of democratic governance in Caribbean, especially, in context with Haiti. In addition to this, the current political events occurred in Haiti are also discussed in the same section of the paper. Also, the impact of the outside consequences on the governance of Haiti and Caribbean is also evaluated in the same paper and the effect of these governances on the poverty rates of these regions is also being explored in the same section of paper. The third and last section of the paper, which is the ‘application section’; the theories of democratic governance are analyzed with the foreign and economic affairs of the United States on the education sector of Haiti. In addition to this, the societal and economical indexes of the Haiti and Caribbean and the effect of internal governance factors or the pressure of the global business organizations of the United States on these indexes, is also included. The several other alternatives for the democratic governance are also investigated in the series, which were given by the three theorists in the first section of the discussion paper. Introduction Haiti, which is an island situated in the West Indies. The official name of Haiti is the ‘Republic of Haiti’. This is a Caribbean country, which is considered as a French speaking nation or Creole is also followed by the citizens of Haiti. This republican nation is located in the west side of the island of Hispaniola. The country was not independent, since its origin and got recognition as an independent nation in 1804 from France. In that period, this island was considered as the lowest country on the literacy level and the most deficient country among the entire hemisphere of west side. During the 1990s, Haiti was aimed for the establishment of the democracy by the international community (Haiti, 2009). From the population point of view, Haiti is counted among the highly populated nations of the world. Of the modern times, Haiti is figured as the ‘first independent nation of blacks’. During the period of nineteenth and twentieth century, several numbers of struggles were experienced in Haiti. Among the major struggles, the struggle for gaining more power by the several classes of the nations and struggle for the negligence of the advancements in the filed of social and economic aspects. These efforts gave birth to the several types of occupations in the military of the United States. The occupations were mainly promoted during the period of 1915 and lasted till the year 1934. At the end of the twentieth century, the Republic of Haiti restored democracy. This was executed in the year 1987, when a new ‘Constitution’ was ratified and a Bicameral Parliament was elected in Haiti. In this governmental system, the head of the states were the Prime Minister and the President. The President used to appoint a Supreme Court (Florà ©n-Romero, 2008). The governmental system of Haiti is categorized into three sections namely the Executive, Legislative and Judicial Government. There is one ‘Senate’ consisting of 30 seats and a ‘Chamber of Deputies’ comprising of 99 seats in the legislative section of the government. The term of these two sections of the legislative governments, is for six years and four years. The other section of the government, which is the executive power, is headed by the President of the Republic. The President is considered the head of the state and the head of the government is the Prime Minister. The third section of the government, which is the judicial power, is coordinated by the Supreme Court. The Democratic government had a great impact on the school system of Haiti. In the earlier period in Haiti, there were no uniform schedules for the schools. This is because in those times, the school system of Haiti was aided by the privately run schools. During that period, the population of the students rose with a great speed. Moreover, there were no arrangements of faculties in the schools and the schools lacked the equipments used for the educational purpose. The school timings were also shortened due to the ineffective system of education. The school systems of Haiti in the past periods had to serve the different groups of pupils. As periodic changes, schools were firstly developed in Haiti in the year 1905, after the emerging of the Constitution. The Constitution prescribed for the ‘compulsory primary education’ that was free of cost. The primary schools of the rural areas were created with several limitations; specifically, agricultural degree program with the introduction of the ‘Education Act’ of the year 1848. Later, the educational system was encouraged by the leaders of post colonial period of the Haiti; but the development of a comprehensive and convenient school system was not possible. Still, there are no means for education, as there are no provisions of the formal educations for the majority of Haitians. On the other hand, the primary school education is given to the small minority groups (Haitians— Their History and Culture, 2004). The Democratic government of Haiti made sincere and continuous efforts for the provision of better education to its people. Though, the efforts of the Haitian Government were much effective, yet, the results of the efforts, of the government were not according to the desired level. There was a great requirement of the initiation of a sincere reform and through the establishment of that reform; the country could utilize ‘education’ as an instrument for the enhanced growth of the nation. There were no clear signs to show the education as a focused point for the basic requirements of the country. In that period, the preferences of the Haiti population were not towards the public education governance; this was because, in those years, the Haitians were only interested to send the upper class children to the schools. And for the purpose of study, they used to go France and they were recognized as French people (Haiti Educational System-Overview, 2009). The entire education system of Haitians was fully based on ‘Racialism’. There was an in-depth tendency among the Haitian Communities regarding the education of the society. The formal system of the education in Haiti was fully designed in such a way, that there were two classes of the community namely the urban elites and others. The urban elites were very few of the total population, about 20% and only they were supposed to have education; while the other 80% population in the countryside, was fully neglected from such kinds of right of education. This error in the Haitian education system was required to be reformed by the administrative affairs. The students were required to given education through proper system with the provision of classrooms (Hanus, 1997). There was a completely formal system of education. In that system, the kids of age group of 4 to 6 years were sent to the private schools for getting the primary education. This system was traditionally considered by only those families, which were capable to afford the payment of the education. There were no changes in the scenario due to the decree held in the year 1982. The decree put stress on the democratic principles of the government accessible at the universal level. There were no effective facilities in the public schools for the children. The classrooms in the public schools were overcrowded, which are still in the same position. There were no means of security, comfort and hygiene facilities for the children. In the schools, there were no provision of drinking water for the children, no electricity facilities and no space for the recreational purpose of the students. The schools were far away from the localities; due to that the students had to walk several miles for acquiring education. The faculties were not sincere towards their work due to ‘absenteeism’ or were late from their duties, as they had to face the same problem, as was faced by the children. For the reformation of the educational system of Haiti, there have been made several efforts in the recent years (Rotberg, 1997). The aim of these reforms is to make the system of education easily accessible to the poor, in order to fulfill their needs and making changes in their social structures (Bourdieu Passeron, 1990). But these reforms could not be successful at the optimum level and as a consequence, most of the parts of Haiti remained having the old system of education. The main efforts to make changes in the educational system were brought in 1970s. An effective change was made in the year 1978, when the urban and rural primary schools were united and their provisions were protected by the DEN (National Department of Education). After this period, the whole education system was restructured. In the new system of education, the basic education for ten years became essential in addition to the secondary education of three years. Several effective changes were made in the educational materials and the course of study. The major change made in this period was the adoption of the ‘Haitian Creole’ as a basic language for the instructional purpose. In such condition of ineffective education system, the democratic governance is required to have some effective measures, in order to make amendments in the situation of the educational practices. For the purpose of sustainable developments in the long run and for the reduction of the poverty, the democratic governance is the most important and essential measure. In the foreign policy of Canada, the democratic governance is considered as a pillar. The CIDA (Canadian International Development Agency) does several works for the purpose of handling the problem of poverty, by the provision of education to all the people equally and make the improvements in the sources of livelihood of the general people. The concept of democratic governance was also applied by CIDA in Haiti. CIDA established about 9000 centers for voting and gave registration to about more than 3.5 million of people for voting in the election of the year 2006. In the strengthening of the democratic institutions also, CIDA played an important role in Haiti. It established Haitian Parliament and other several Ministries in the form of democratic institution for the advancement of the educational level in Haiti. For the increasing level of access in the scope of primary education in Haiti, CIDA provided a great support. These efforts were made by CIDA for the development of the socially excluded children, in order to improve and protect them from the child labor and other risky activities (Democratic Governance in the Americas: Canada’s Role, 2007). For the improvement of the worsened condition of Haiti, education can prove to be a corner stone. For the development of the democratic way of life in the nation, transformation and advancement of the Haitian education system in the government, as well as, the general public of Haiti is essential. It is clear now, that for the improvement in the situation of the human rights in Haiti, there is a great requirement of the acquisition of the democratic government. As a step in this field, a development of the US policy is made for the strengthening and nurturing the democracy in governance. This also helps in the improvement in the illiteracy level and alleviation of the poverty. This policy provides assistance to the citizens of Haiti by the provision of effective services in the filed of health and education. The Breadth This is the first and the most important section of the discussion paper. In this section, the main focus is given to the theories of the democratic governance. The concept of these theories is focusing on the democracy and education system. The theories discussed here, are given by Jean Jacques Rousseau, John Dewey and Jean Piaget. All these three are the great philosophers of their own time. All these have given several views on the issue of democratic governance and the education system. The views of these theorists have a great implication in the school system of Haiti, to structure the education system, with the full integration of the aspects of democracy, given by all these three creative theorists and the interaction of both these aspects with each other. Theories of Democratic Governance Education The democratic governance has a great integration with the consensus of the society, as it is a long extent of procedures, which assists the society in the implementation of the better social and regulatory decisions such as government policies and laws, social justice, social welfare, human rights, protection of different sources of environment etc. For this purpose, several institutions or organizations are developed in different nations. In this series, the governing bodies included are the legislature, executive bodies, judiciary, private organizations, political parties, educational institutes and several other major bodies. In short, it can be summarized that the democratic governance is an essential provision to bring equality and fairness for the entire mass of the citizens in the matters of social aspects, education, livelihood and other social and economic aspects. The education and role of democratic governance in education are the two important aspects, which are viewed by the several numbers of theorists in the world. The concept of democratic education is a very composite philosophy for the purpose of learning and governance of the educational institutes such as the primary and secondary schools. In democratic education, there is a provision of the free participation of the school students and the faculty members in the democracy of the schools on an equal level. In these kind of educational centers, there is found a decision making process, which is based on decision sharing. The decision making is shared by the school students and the faculty members. In the democratic education, the decisions made are related to the working environment of the schools, way of teaching and learning of the students and several other concerning issues. Though, the contribution of all the theorists in this field has equal importance; yet, there are three theorists, who have contributed a lot in the field of democratic education. These theorists are: Jean Jacques Rousseau John Dewey and Jean Piaget The theories of these theorists are being given for the education system and democracy. The theories given by them have a great implication for the development of the democratic education in the Republic of Haiti. Theory of Rousseau Jean Jacques Rousseau was a great Philosopher of his own time. Rousseau composed several articles, philosophies and theories on politics and education. He emphasized on the thoughts of the modern aspects of politics and education. A great contribution was given by Rousseau for the support of the various educational methods, which put emphasis on the separation of the children from the society. The purpose of this implementation by Rousseau was to make the children capable of handling the adverse conditions of the environment by making them enable to handle them, to a great extent. According to Rousseau, the problems recognized by him were very unusual, as this was recognized that in the field of teaching and education, there was a problem of legitimation. Rousseau suggested in this theory of democratic education, that there is a great requirement for the adults to be honest with their children. The adults according to Rousseau were required not to conceal the realities that they have the power to make their children forced for education, as they have this as a physical compulsion. According to him, when the children grow up till a certain age group, they themselves become engaged in the activities of their own processes. According to Rousseau, human beings are born in free conditions; but after being a part of this society, they are bound with the chains of social regulations. At some points, where a requirement of the executive bodies is essential to accomplish a law, both the theories of Rousseau namely ‘Educational Theory’ and the ‘Political Theory’ appear to be integrated. According to Rousseau, in all the human beings, there exists a congenital capacity to grow. This capacity of development resides in our internal body organs and the faculties of the schools and learning institutions help in the further development of these capacities. Rousseau stated that if the natural tendencies of the humans are permitted to develop without any kind of limitations, the individuals can reach to a state of exemption and happiness. This is given a particular term by Rousseau namely ‘Education of nature’. In contrast to his own statement, Rousseau proclaims that without the provision of the freeness and happiness the human kinds can not have moral excellence. Without virtue, the man can have only happiness; but he will lack his worthiness. According to him, the man gives a great importance to virtue. The capacity of the man for worthiness is the special trait of human beings, which makes him distinguished from the creatures. The animals are free to live in their natural habitats and they are happy; but they do not have virtues of their own (Dewey, 2005). Rousseau is an educational reformer, who prescribed that there are three sources through which, we can get education. These three sources are the nature, other human beings and the non- living things. With the education, which we acquire from the nature, the human being can develop his internal organs, as well as, the inner capabilities. With the education acquired by the human beings, we come to know, the ways to implement the education acquired by the nature. From the things, which are found in the surroundings of the human beings, they have several kinds of personal experiences through which, they make developments in their personalities. There is a state at which the man can achieve this real goal. This is the state, when all the three types of education gained by man, becomes harmonized and aims for the same target. For the complete growth of a man, the aggregation of the above three kinds of education, is a very essential aspect according to Rousseau. The statements given by Ro usseau constitute the underlying truths about the education in alignment with some developments (Snauwaert, 1993). Rousseau stated that the educative development is based on the three important factors namely: The operative natural process and the structure of the internal body organs of the human beings. The application of the activities performed by the internal organs of the human beings, which are influenced by the behavior of the other persons. The interaction of the human beings with the environment in a direct way. Theory of Dewey The next theory related to education and democracy is given by John Dewey. He was also a great Philosopher of his own time. He gained popularity due to his contribution as an ‘Educational Reformer’ in America. The thoughts and ideas given by John Dewey influenced the standards of education in the United States of America and the other parts of the world; such as Haiti. The inner qualities of Dewey made him enthusiastic democrat and he stated that the success of the democracy is only possible, when, the people of a particular region, are well developed on the basis of the educational abilities These are the democratic thoughts, which include the ideas about the interaction of the education and democracy. In the first half of the twentieth century, a great influence of the ‘Educational Theory’ of John Dewey was seen. The democracy does not have a single meaning. According to Dewey, the democracy has a different meaning, which he stated in the report of the mission started by him, as a part of the educative mission. This aim to provide this new definition of the democracy was to present the new ideas of the education in concern with the democracy. According to Dewey, Democracy is not a kind of faith; rather it has a very simple meaning. In this sense, the energies of men can be tuned, when; they have the full fledged permission to show their varying qualities. According to him, Democracy does not have a faraway goal for human beings; but is a very easy way to have a spirit of freedom, among all the individuals. The essence of this kind of freedom is the individuals’ responsibility for the every aspect of their development. In the same report, the views of Dewey about the nature of democratic education are also included. According to this report, in a democracy, the development of an educational system for the development and sustaining of life depends on the actual worth and the dignity of the individuals and the proper identification of these two traits of the individuals. This is organized in such a way, that the entire individuals can have equal opportunities of gaining education according to their own abilities and knowledge level of having the education. For the critical analysis, the democracy provides the freedom of inquiry to the individuals and special training to them for the purpose of the critical analysis. The democratic education has the capability to promote the broad and conceptual discussion of all the information, based on facts that in the educational environment of great competence, the students have varying development stages. Such kind of broad discussion are not possible to be promoted in an educational environment; where the students are given only a limited prescribed syllabus for the basic studies and only some particular course materials are given for the study purpose. It is also stated by Dewey, that the uniformity and the standardization are not only two aspects on the basis of which, the degree of success of education in a democracy can be measured. This should be the obligation of the education that through its provision, all the individuals become cooperative and responsible for the society. The abstract of the democratic education is to promote the development of the democratic citizens, who can have the feeling of regarding the rights of other individuals in accordance with the fulfillment of their own obligations, towards the society by the observation of the different rationales of the democracy including equivalence of equals, rule of majority and different ideas of individuals. On this basis, the individuals can demand for the provision of their own rights and positive results of their efforts, for the perfection in the personality of the individuals. The democratic education has a very effective objective of the establishment of the perfection in the personality of the individual regarding their character and the development of more and more members in the society, who are much responsible for the well- being of the society. There were considered two important factors in the theory of democratic education by Dewey. These two factors are the civil society and the schools. These are the two important areas, which need special attention for the promotion of the intelligence on the basis of experimental studies. According to Dewey, to construct the civil society again in a different form, there is a keen requirement of the complete democracy. This level of complete democracy can’t be gained only by the extension of the rights of voting for the individuals, but it also needs the assurance that, there should be an equal opinion of all the individuals for the policies framed in the democracy in any field of human development. According to Dewey, the education does not only mean a formal education; but it calls that the people should have equal level of knowledge intelligence, for the generation of the beneficial laws and for the generation of the appropriate judgments. According to Dewey, the education gives the life effective growth and development without any formal element. In the reciprocal of this term, the democracy should be in the form of a social system based on education. In other words, a democratic society is the society, in which, there is an enormous role of education in the growth and development of the citizens. The inverse arrangement of this type of society is that, there should be provision of the education and the requirement of the further education by the means of self governance. The desire of democracy is realized in the presence of several other factors. America as a good democratic nation, has realized the power of democracy with a great success. But Dewey did not have clear facts about the establishment of democracy in America. According to him, demarcates are the individuals, who consider that instead of giving any training for a particular task and turning the perception of the individuals for their growth and development, education is the better way to reach such goals. In education, the major role is played by the Educators. According to them, the democracy is a type of social system, in which the Educators greatly encourage the growth of the individuals and help the people to have an association of free and inducing behavior for others. According to Dewey, in such a social system, the individuals can have positive growth. Dewey states that ‘Democracy’ cannot be considered only as a governmental structure, but is a social organizational system of a distributive nature. In such a system of democracy, all the individuals are free to combine their actions and thus, generate an induced mixture of the human interests with the inclusion of several cultural perspectives. In a democracy, all the values and aims of the different individuals challenge each other and they work for the achievement of some uncertain results. In this kind of system, the new approaches are generated for the attainment of these results. The life is a long and continuous process. In this process, the formal education acts an integral part. The formal education executes several works for us, as it directs the human beings to tread some constructive paths. In the views of Dewey, the philosophical methodology and the educational exercises; both are the two equivalent aspects. In the educational institutions, it is learnt by the students that to have affection for any kind of subject matter or text matter is not important, but important is the process through which, the knowledge related to that particular area can be derived. In regards to the field of education and democracy, two other aspects can also be considered as equally important. The first aspect is linked with the communication philosophy given by Dewey and the other one is the consideration of the theory of education, quite similar to the communication theory. In this way, Dewey has proved that the concept of communication and education has dual interaction with each other. This is why; the concept of ‘Democratic education’ is specially focused in the theory of Dewey. Both the concepts of the Dewey’s theory namely education and democracy has clear indication towards the concept of democracy. The concept of communication denotes the sharing of the common interests of the general people; but it puts emphasis on the identification of the co-relative interests of the people as an aspect of the administration. The concept of education focuses that; there should be organization of the social groups, which have free interaction among each other. These social groups can also make modifications in the habits of the social groups by the frequent readjustments according to the new situations, which are produced because of the changing conditions of the society. The social groups, which are constituted on the basis of the democracy, are mainly characterized by these two specific traits. The democratic societies are more interested in the systematic education, rather than other social groups; because in such a society, the people have actualization of the way of life in which, the interests of the people are diffused with each other and they have positive attitude towards the re-adjustment and progress. In such social groups, the education seems to have a great devotion on the part of democracy. In regards with a democratic government, it is said that those governments, which stand upon the right of voting are not the fully successful governments, if the general citizens of a particular democracy are not well- educated. In the democratic societies, the explanations of the external authority are repudiated, if these are not created on the basis of the educational aspects. Democracy is not only a type of government but, this can be considered as the affiliated system of living in which the people are linked with their transmitted experiences. Democracy is characterized by two aspects such as distributed pertains of people and attempting the larger varieties of the capabilities, of the individuals. These two characteristics of the democracy are not generated through the intended efforts of the individuals or their planning; but are considered to be developed by the intercommunication, immigration and business activity among the people, which are carried out by the facts of science over innate force. In general terms, if the stratification of a society into two different classes is considered mortal, it should be analyzed then, that all the intellectual possibilities of the society are approachable by all the individual members of the society in a convenient way. The democratic societies, which are divided into different classes, are required to give the specific education to all its constituents incorporated in the ruling section. There are some social groups, which are completely mobile. In such societies, the member persons should be fully educated, so that, they can adapt the newer conditions easily. If they are not become able to adapt the newer situations, the new changes overcome the different areas of these societies, which were not comprehended by them. Dewey also gave a philosophy of ‘Platonic education’. In this theory, the implication of the different ideas, of democracy in the education, is discussed (Campbell, 1996). In the educational field, the most permanent inher Democratic Government and School System of Haiti Democratic Government and School System of Haiti About the paper The given discussion paper is based on the topic ‘Democratic Government and School System of Haiti’. In the given paper, the main focus point is the education system of Haiti, which is an island of West Indies. Due to the adverse condition of the Republic of Haiti, since the independence of the nations, the education system is very ineffective and is the main cause of poverty and lower economic level of the country. In this paper, it is evaluated that with the democratic structure of the education system of Haiti, how can effective measures be taken for a positive impact on the social and intellectual development of the people over there; especially, the youth and the adult populace. The given learning paper is divided into three parts namely the breadth, the depth and the application. All the three parts of this learning paper are interconnected with each other and the discussion of these three parts have a flow of information. In the first part of the discussion paper namely the ‘breadth’, the theories related to education and democracy and are analyzed. The theories suggested in the given paper are given by Jean Jacques Rousseau, John Dewey and Jean Piaget. The concept of these theories is based on the formation of the organizational structure of Haiti. In addition to this, the Historical perspective of Haiti and its struggle for the imposition of the educational practices and values of the western countries is also described in the same section of the paper. With the use of the given theoretical framework, interlink between the race, education and democratic governance is also analyzed in the same segment of the discussion paper (Investing in Ins truction for Higher Student Achievement, 2003). The next segment of the learning paper is the ‘depth’. In this part of the paper, the annotated bibliography of a series of the current scholarly articles is made. The articles selected are related to the subject of democratic governance in Caribbean, especially, in context with Haiti. In addition to this, the current political events occurred in Haiti are also discussed in the same section of the paper. Also, the impact of the outside consequences on the governance of Haiti and Caribbean is also evaluated in the same paper and the effect of these governances on the poverty rates of these regions is also being explored in the same section of paper. The third and last section of the paper, which is the ‘application section’; the theories of democratic governance are analyzed with the foreign and economic affairs of the United States on the education sector of Haiti. In addition to this, the societal and economical indexes of the Haiti and Caribbean and the effect of internal governance factors or the pressure of the global business organizations of the United States on these indexes, is also included. The several other alternatives for the democratic governance are also investigated in the series, which were given by the three theorists in the first section of the discussion paper. Introduction Haiti, which is an island situated in the West Indies. The official name of Haiti is the ‘Republic of Haiti’. This is a Caribbean country, which is considered as a French speaking nation or Creole is also followed by the citizens of Haiti. This republican nation is located in the west side of the island of Hispaniola. The country was not independent, since its origin and got recognition as an independent nation in 1804 from France. In that period, this island was considered as the lowest country on the literacy level and the most deficient country among the entire hemisphere of west side. During the 1990s, Haiti was aimed for the establishment of the democracy by the international community (Haiti, 2009). From the population point of view, Haiti is counted among the highly populated nations of the world. Of the modern times, Haiti is figured as the ‘first independent nation of blacks’. During the period of nineteenth and twentieth century, several numbers of struggles were experienced in Haiti. Among the major struggles, the struggle for gaining more power by the several classes of the nations and struggle for the negligence of the advancements in the filed of social and economic aspects. These efforts gave birth to the several types of occupations in the military of the United States. The occupations were mainly promoted during the period of 1915 and lasted till the year 1934. At the end of the twentieth century, the Republic of Haiti restored democracy. This was executed in the year 1987, when a new ‘Constitution’ was ratified and a Bicameral Parliament was elected in Haiti. In this governmental system, the head of the states were the Prime Minister and the President. The President used to appoint a Supreme Court (Florà ©n-Romero, 2008). The governmental system of Haiti is categorized into three sections namely the Executive, Legislative and Judicial Government. There is one ‘Senate’ consisting of 30 seats and a ‘Chamber of Deputies’ comprising of 99 seats in the legislative section of the government. The term of these two sections of the legislative governments, is for six years and four years. The other section of the government, which is the executive power, is headed by the President of the Republic. The President is considered the head of the state and the head of the government is the Prime Minister. The third section of the government, which is the judicial power, is coordinated by the Supreme Court. The Democratic government had a great impact on the school system of Haiti. In the earlier period in Haiti, there were no uniform schedules for the schools. This is because in those times, the school system of Haiti was aided by the privately run schools. During that period, the population of the students rose with a great speed. Moreover, there were no arrangements of faculties in the schools and the schools lacked the equipments used for the educational purpose. The school timings were also shortened due to the ineffective system of education. The school systems of Haiti in the past periods had to serve the different groups of pupils. As periodic changes, schools were firstly developed in Haiti in the year 1905, after the emerging of the Constitution. The Constitution prescribed for the ‘compulsory primary education’ that was free of cost. The primary schools of the rural areas were created with several limitations; specifically, agricultural degree program with the introduction of the ‘Education Act’ of the year 1848. Later, the educational system was encouraged by the leaders of post colonial period of the Haiti; but the development of a comprehensive and convenient school system was not possible. Still, there are no means for education, as there are no provisions of the formal educations for the majority of Haitians. On the other hand, the primary school education is given to the small minority groups (Haitians— Their History and Culture, 2004). The Democratic government of Haiti made sincere and continuous efforts for the provision of better education to its people. Though, the efforts of the Haitian Government were much effective, yet, the results of the efforts, of the government were not according to the desired level. There was a great requirement of the initiation of a sincere reform and through the establishment of that reform; the country could utilize ‘education’ as an instrument for the enhanced growth of the nation. There were no clear signs to show the education as a focused point for the basic requirements of the country. In that period, the preferences of the Haiti population were not towards the public education governance; this was because, in those years, the Haitians were only interested to send the upper class children to the schools. And for the purpose of study, they used to go France and they were recognized as French people (Haiti Educational System-Overview, 2009). The entire education system of Haitians was fully based on ‘Racialism’. There was an in-depth tendency among the Haitian Communities regarding the education of the society. The formal system of the education in Haiti was fully designed in such a way, that there were two classes of the community namely the urban elites and others. The urban elites were very few of the total population, about 20% and only they were supposed to have education; while the other 80% population in the countryside, was fully neglected from such kinds of right of education. This error in the Haitian education system was required to be reformed by the administrative affairs. The students were required to given education through proper system with the provision of classrooms (Hanus, 1997). There was a completely formal system of education. In that system, the kids of age group of 4 to 6 years were sent to the private schools for getting the primary education. This system was traditionally considered by only those families, which were capable to afford the payment of the education. There were no changes in the scenario due to the decree held in the year 1982. The decree put stress on the democratic principles of the government accessible at the universal level. There were no effective facilities in the public schools for the children. The classrooms in the public schools were overcrowded, which are still in the same position. There were no means of security, comfort and hygiene facilities for the children. In the schools, there were no provision of drinking water for the children, no electricity facilities and no space for the recreational purpose of the students. The schools were far away from the localities; due to that the students had to walk several miles for acquiring education. The faculties were not sincere towards their work due to ‘absenteeism’ or were late from their duties, as they had to face the same problem, as was faced by the children. For the reformation of the educational system of Haiti, there have been made several efforts in the recent years (Rotberg, 1997). The aim of these reforms is to make the system of education easily accessible to the poor, in order to fulfill their needs and making changes in their social structures (Bourdieu Passeron, 1990). But these reforms could not be successful at the optimum level and as a consequence, most of the parts of Haiti remained having the old system of education. The main efforts to make changes in the educational system were brought in 1970s. An effective change was made in the year 1978, when the urban and rural primary schools were united and their provisions were protected by the DEN (National Department of Education). After this period, the whole education system was restructured. In the new system of education, the basic education for ten years became essential in addition to the secondary education of three years. Several effective changes were made in the educational materials and the course of study. The major change made in this period was the adoption of the ‘Haitian Creole’ as a basic language for the instructional purpose. In such condition of ineffective education system, the democratic governance is required to have some effective measures, in order to make amendments in the situation of the educational practices. For the purpose of sustainable developments in the long run and for the reduction of the poverty, the democratic governance is the most important and essential measure. In the foreign policy of Canada, the democratic governance is considered as a pillar. The CIDA (Canadian International Development Agency) does several works for the purpose of handling the problem of poverty, by the provision of education to all the people equally and make the improvements in the sources of livelihood of the general people. The concept of democratic governance was also applied by CIDA in Haiti. CIDA established about 9000 centers for voting and gave registration to about more than 3.5 million of people for voting in the election of the year 2006. In the strengthening of the democratic institutions also, CIDA played an important role in Haiti. It established Haitian Parliament and other several Ministries in the form of democratic institution for the advancement of the educational level in Haiti. For the increasing level of access in the scope of primary education in Haiti, CIDA provided a great support. These efforts were made by CIDA for the development of the socially excluded children, in order to improve and protect them from the child labor and other risky activities (Democratic Governance in the Americas: Canada’s Role, 2007). For the improvement of the worsened condition of Haiti, education can prove to be a corner stone. For the development of the democratic way of life in the nation, transformation and advancement of the Haitian education system in the government, as well as, the general public of Haiti is essential. It is clear now, that for the improvement in the situation of the human rights in Haiti, there is a great requirement of the acquisition of the democratic government. As a step in this field, a development of the US policy is made for the strengthening and nurturing the democracy in governance. This also helps in the improvement in the illiteracy level and alleviation of the poverty. This policy provides assistance to the citizens of Haiti by the provision of effective services in the filed of health and education. The Breadth This is the first and the most important section of the discussion paper. In this section, the main focus is given to the theories of the democratic governance. The concept of these theories is focusing on the democracy and education system. The theories discussed here, are given by Jean Jacques Rousseau, John Dewey and Jean Piaget. All these three are the great philosophers of their own time. All these have given several views on the issue of democratic governance and the education system. The views of these theorists have a great implication in the school system of Haiti, to structure the education system, with the full integration of the aspects of democracy, given by all these three creative theorists and the interaction of both these aspects with each other. Theories of Democratic Governance Education The democratic governance has a great integration with the consensus of the society, as it is a long extent of procedures, which assists the society in the implementation of the better social and regulatory decisions such as government policies and laws, social justice, social welfare, human rights, protection of different sources of environment etc. For this purpose, several institutions or organizations are developed in different nations. In this series, the governing bodies included are the legislature, executive bodies, judiciary, private organizations, political parties, educational institutes and several other major bodies. In short, it can be summarized that the democratic governance is an essential provision to bring equality and fairness for the entire mass of the citizens in the matters of social aspects, education, livelihood and other social and economic aspects. The education and role of democratic governance in education are the two important aspects, which are viewed by the several numbers of theorists in the world. The concept of democratic education is a very composite philosophy for the purpose of learning and governance of the educational institutes such as the primary and secondary schools. In democratic education, there is a provision of the free participation of the school students and the faculty members in the democracy of the schools on an equal level. In these kind of educational centers, there is found a decision making process, which is based on decision sharing. The decision making is shared by the school students and the faculty members. In the democratic education, the decisions made are related to the working environment of the schools, way of teaching and learning of the students and several other concerning issues. Though, the contribution of all the theorists in this field has equal importance; yet, there are three theorists, who have contributed a lot in the field of democratic education. These theorists are: Jean Jacques Rousseau John Dewey and Jean Piaget The theories of these theorists are being given for the education system and democracy. The theories given by them have a great implication for the development of the democratic education in the Republic of Haiti. Theory of Rousseau Jean Jacques Rousseau was a great Philosopher of his own time. Rousseau composed several articles, philosophies and theories on politics and education. He emphasized on the thoughts of the modern aspects of politics and education. A great contribution was given by Rousseau for the support of the various educational methods, which put emphasis on the separation of the children from the society. The purpose of this implementation by Rousseau was to make the children capable of handling the adverse conditions of the environment by making them enable to handle them, to a great extent. According to Rousseau, the problems recognized by him were very unusual, as this was recognized that in the field of teaching and education, there was a problem of legitimation. Rousseau suggested in this theory of democratic education, that there is a great requirement for the adults to be honest with their children. The adults according to Rousseau were required not to conceal the realities that they have the power to make their children forced for education, as they have this as a physical compulsion. According to him, when the children grow up till a certain age group, they themselves become engaged in the activities of their own processes. According to Rousseau, human beings are born in free conditions; but after being a part of this society, they are bound with the chains of social regulations. At some points, where a requirement of the executive bodies is essential to accomplish a law, both the theories of Rousseau namely ‘Educational Theory’ and the ‘Political Theory’ appear to be integrated. According to Rousseau, in all the human beings, there exists a congenital capacity to grow. This capacity of development resides in our internal body organs and the faculties of the schools and learning institutions help in the further development of these capacities. Rousseau stated that if the natural tendencies of the humans are permitted to develop without any kind of limitations, the individuals can reach to a state of exemption and happiness. This is given a particular term by Rousseau namely ‘Education of nature’. In contrast to his own statement, Rousseau proclaims that without the provision of the freeness and happiness the human kinds can not have moral excellence. Without virtue, the man can have only happiness; but he will lack his worthiness. According to him, the man gives a great importance to virtue. The capacity of the man for worthiness is the special trait of human beings, which makes him distinguished from the creatures. The animals are free to live in their natural habitats and they are happy; but they do not have virtues of their own (Dewey, 2005). Rousseau is an educational reformer, who prescribed that there are three sources through which, we can get education. These three sources are the nature, other human beings and the non- living things. With the education, which we acquire from the nature, the human being can develop his internal organs, as well as, the inner capabilities. With the education acquired by the human beings, we come to know, the ways to implement the education acquired by the nature. From the things, which are found in the surroundings of the human beings, they have several kinds of personal experiences through which, they make developments in their personalities. There is a state at which the man can achieve this real goal. This is the state, when all the three types of education gained by man, becomes harmonized and aims for the same target. For the complete growth of a man, the aggregation of the above three kinds of education, is a very essential aspect according to Rousseau. The statements given by Ro usseau constitute the underlying truths about the education in alignment with some developments (Snauwaert, 1993). Rousseau stated that the educative development is based on the three important factors namely: The operative natural process and the structure of the internal body organs of the human beings. The application of the activities performed by the internal organs of the human beings, which are influenced by the behavior of the other persons. The interaction of the human beings with the environment in a direct way. Theory of Dewey The next theory related to education and democracy is given by John Dewey. He was also a great Philosopher of his own time. He gained popularity due to his contribution as an ‘Educational Reformer’ in America. The thoughts and ideas given by John Dewey influenced the standards of education in the United States of America and the other parts of the world; such as Haiti. The inner qualities of Dewey made him enthusiastic democrat and he stated that the success of the democracy is only possible, when, the people of a particular region, are well developed on the basis of the educational abilities These are the democratic thoughts, which include the ideas about the interaction of the education and democracy. In the first half of the twentieth century, a great influence of the ‘Educational Theory’ of John Dewey was seen. The democracy does not have a single meaning. According to Dewey, the democracy has a different meaning, which he stated in the report of the mission started by him, as a part of the educative mission. This aim to provide this new definition of the democracy was to present the new ideas of the education in concern with the democracy. According to Dewey, Democracy is not a kind of faith; rather it has a very simple meaning. In this sense, the energies of men can be tuned, when; they have the full fledged permission to show their varying qualities. According to him, Democracy does not have a faraway goal for human beings; but is a very easy way to have a spirit of freedom, among all the individuals. The essence of this kind of freedom is the individuals’ responsibility for the every aspect of their development. In the same report, the views of Dewey about the nature of democratic education are also included. According to this report, in a democracy, the development of an educational system for the development and sustaining of life depends on the actual worth and the dignity of the individuals and the proper identification of these two traits of the individuals. This is organized in such a way, that the entire individuals can have equal opportunities of gaining education according to their own abilities and knowledge level of having the education. For the critical analysis, the democracy provides the freedom of inquiry to the individuals and special training to them for the purpose of the critical analysis. The democratic education has the capability to promote the broad and conceptual discussion of all the information, based on facts that in the educational environment of great competence, the students have varying development stages. Such kind of broad discussion are not possible to be promoted in an educational environment; where the students are given only a limited prescribed syllabus for the basic studies and only some particular course materials are given for the study purpose. It is also stated by Dewey, that the uniformity and the standardization are not only two aspects on the basis of which, the degree of success of education in a democracy can be measured. This should be the obligation of the education that through its provision, all the individuals become cooperative and responsible for the society. The abstract of the democratic education is to promote the development of the democratic citizens, who can have the feeling of regarding the rights of other individuals in accordance with the fulfillment of their own obligations, towards the society by the observation of the different rationales of the democracy including equivalence of equals, rule of majority and different ideas of individuals. On this basis, the individuals can demand for the provision of their own rights and positive results of their efforts, for the perfection in the personality of the individuals. The democratic education has a very effective objective of the establishment of the perfection in the personality of the individual regarding their character and the development of more and more members in the society, who are much responsible for the well- being of the society. There were considered two important factors in the theory of democratic education by Dewey. These two factors are the civil society and the schools. These are the two important areas, which need special attention for the promotion of the intelligence on the basis of experimental studies. According to Dewey, to construct the civil society again in a different form, there is a keen requirement of the complete democracy. This level of complete democracy can’t be gained only by the extension of the rights of voting for the individuals, but it also needs the assurance that, there should be an equal opinion of all the individuals for the policies framed in the democracy in any field of human development. According to Dewey, the education does not only mean a formal education; but it calls that the people should have equal level of knowledge intelligence, for the generation of the beneficial laws and for the generation of the appropriate judgments. According to Dewey, the education gives the life effective growth and development without any formal element. In the reciprocal of this term, the democracy should be in the form of a social system based on education. In other words, a democratic society is the society, in which, there is an enormous role of education in the growth and development of the citizens. The inverse arrangement of this type of society is that, there should be provision of the education and the requirement of the further education by the means of self governance. The desire of democracy is realized in the presence of several other factors. America as a good democratic nation, has realized the power of democracy with a great success. But Dewey did not have clear facts about the establishment of democracy in America. According to him, demarcates are the individuals, who consider that instead of giving any training for a particular task and turning the perception of the individuals for their growth and development, education is the better way to reach such goals. In education, the major role is played by the Educators. According to them, the democracy is a type of social system, in which the Educators greatly encourage the growth of the individuals and help the people to have an association of free and inducing behavior for others. According to Dewey, in such a social system, the individuals can have positive growth. Dewey states that ‘Democracy’ cannot be considered only as a governmental structure, but is a social organizational system of a distributive nature. In such a system of democracy, all the individuals are free to combine their actions and thus, generate an induced mixture of the human interests with the inclusion of several cultural perspectives. In a democracy, all the values and aims of the different individuals challenge each other and they work for the achievement of some uncertain results. In this kind of system, the new approaches are generated for the attainment of these results. The life is a long and continuous process. In this process, the formal education acts an integral part. The formal education executes several works for us, as it directs the human beings to tread some constructive paths. In the views of Dewey, the philosophical methodology and the educational exercises; both are the two equivalent aspects. In the educational institutions, it is learnt by the students that to have affection for any kind of subject matter or text matter is not important, but important is the process through which, the knowledge related to that particular area can be derived. In regards to the field of education and democracy, two other aspects can also be considered as equally important. The first aspect is linked with the communication philosophy given by Dewey and the other one is the consideration of the theory of education, quite similar to the communication theory. In this way, Dewey has proved that the concept of communication and education has dual interaction with each other. This is why; the concept of ‘Democratic education’ is specially focused in the theory of Dewey. Both the concepts of the Dewey’s theory namely education and democracy has clear indication towards the concept of democracy. The concept of communication denotes the sharing of the common interests of the general people; but it puts emphasis on the identification of the co-relative interests of the people as an aspect of the administration. The concept of education focuses that; there should be organization of the social groups, which have free interaction among each other. These social groups can also make modifications in the habits of the social groups by the frequent readjustments according to the new situations, which are produced because of the changing conditions of the society. The social groups, which are constituted on the basis of the democracy, are mainly characterized by these two specific traits. The democratic societies are more interested in the systematic education, rather than other social groups; because in such a society, the people have actualization of the way of life in which, the interests of the people are diffused with each other and they have positive attitude towards the re-adjustment and progress. In such social groups, the education seems to have a great devotion on the part of democracy. In regards with a democratic government, it is said that those governments, which stand upon the right of voting are not the fully successful governments, if the general citizens of a particular democracy are not well- educated. In the democratic societies, the explanations of the external authority are repudiated, if these are not created on the basis of the educational aspects. Democracy is not only a type of government but, this can be considered as the affiliated system of living in which the people are linked with their transmitted experiences. Democracy is characterized by two aspects such as distributed pertains of people and attempting the larger varieties of the capabilities, of the individuals. These two characteristics of the democracy are not generated through the intended efforts of the individuals or their planning; but are considered to be developed by the intercommunication, immigration and business activity among the people, which are carried out by the facts of science over innate force. In general terms, if the stratification of a society into two different classes is considered mortal, it should be analyzed then, that all the intellectual possibilities of the society are approachable by all the individual members of the society in a convenient way. The democratic societies, which are divided into different classes, are required to give the specific education to all its constituents incorporated in the ruling section. There are some social groups, which are completely mobile. In such societies, the member persons should be fully educated, so that, they can adapt the newer conditions easily. If they are not become able to adapt the newer situations, the new changes overcome the different areas of these societies, which were not comprehended by them. Dewey also gave a philosophy of ‘Platonic education’. In this theory, the implication of the different ideas, of democracy in the education, is discussed (Campbell, 1996). In the educational field, the most permanent inher

The African Religion Vodu and Catholicism Essay examples -- voodoo, bla

The terms voodoo, hoodoo, black magic and conjure arouse different ideas and interpretations such as fear, fascination, or repugnance. For some, the image of voodoo dolls, which are used to bring pain to the one’s enemy are associated with these words. Others might consider curses and spells used for evil intentions to be at the heart of voodoo. A more innocent notion of voodoo encompasses the idea that it is to be used for the communal good. All of these ideas came together and merged with Christian and Catholic beliefs after Africans were transported to the Americas and subjected to unimaginable horrors as slaves. Many historians define voodoo as â€Å"a syncretism between the African religion Vodu and Catholicism.† Voodoo is an entirely new creation, which was born as the African slaves were confronted with New World religions. These new ideas were â€Å"camouflaged as European saints, the Orisha divinities continued to be invoked, fed, and celebrated by thei r transplanted New World devotees, who in turn expected protection and assistance from their ancient spiritual guardian.† In some cases, slaves used the culturally accepted Catholic saints as a cover for their ancestral beliefs which were often seen as foolish and heretical by their masters. This new belief system â€Å"met new world needs that the settled and passive African modes could not match.† Voodoo held an important part in many slaves’ lives as remnants of their African beliefs evolved into a meaningful and powerful force. Voodoo was an essential element of survival for many slaves because it helped them cope psychologically with the physical torment they endured, it gave them a sense of power in impossibly difficult situations, and it served as a unifying force. Vo... ...e and was treated as an evil force which needed to be shunned by all. The views of voodoo within the outside community continued to transform into something that was more entertaining than menacing. Eventually the practices spread beyond slave communities and continued after slavery was abolished, leaving behind a legacy that looked almost nothing like the original African predecessor. Works Cited Wilkie 141. Fandrich 776. Suttles 98. Chireau 17. Long 92. Chireau, 16. Chireau, 15. Chireau, 16. book Wilkie, 142. Pinn 44. Anderson, 22. Chireau 24. Touchstone 374. Tallant 10. book Chireau 18. Chireau 18. Suttles 98. Suttles 99. Suttles 99. Suttles 100. Simson 223. Postma 56. Slave revolts Suttles 98. Postma 56. Fandrich 780. Fandrich 780. Fandrich 780. Anderson 141.

Starbucks’ Mission: Aligned with Its Strategies

Is Starbucks' Mission (vision, goals, objectives) aligned with its strategies? Analyze Starbucks based on the strategic process outline and write a five page paper answering the preceding question. As I drove to work this morning, I decided to make a slight detour from my normal route to get a cup of morning goodness in the form of fresh coffee. I could have stopped off at the corner convenience store, smelt gasoline being pumped and the ring-a-ding-ding of the slot machines that frequent just about every Las Vegas establishment, but I was looking for a little more something. I decided to drive an extra 30 seconds out of my way to go to an establishment that I knew would provide outstanding quality coffee, serve it with a smile, and provide an environment that was classy and warm. I decided to go to Starbucks. As I walked in, I smelt the fresh coffee grounds and heard a catchy song on the stereo. When the gal behind the counter greeted me with a big smile and asked, â€Å"What can I get started for you? † I knew I had made the right decision. The Starbucks corporation has done an outstanding job since 1970 with the execution of it's strategicprocess resulting in it currently owning 40% of the specialty coffee market and boosting annual sales exceeding $7 billion according to an article published by Burt Helm. Figure 1. Strategic Management Tasks According to the courseware there are five steps to be accomplished in the Strategic Management Process. See Figure 1 above. The one essential area that this graph excludes however is analysis. I will include this step in the following discussion. Mission Statement From the Starbucks website we find that the Starbucks' mission statement is, â€Å"Establish Starbucks as the premier purveyor of the finest coffee in the world while maintaining our uncompromising principles while we grow†. The website goes on to say â€Å"the mission is more than words on a piece of paper but rather a philosophy that guides how we do business every day. † While the later half appears to be fluff and corporate jargon, it is actually relevant in the way the Starbucks conducts business daily. With this mission statement they have determined who they are and what they intend to do. Breaking it down further we find that the key market is the coffee market, the contribution is to be the premier purveyor of the finest coffee, and that the distinction is doing all of this while maintaining their uncompromising principles. I will state the uncompromising principles as part of the objective area to follow. Analysis Starbucks knows that it is not in this market alone. In fact in some areas of the world it is already slightly behind. According to caterersearch. com, â€Å"in the UK Starbucks has been usurped by Costa Coffee as the UK's largest coffee shop operator, with 24. % (540 stores) compared to 24. 7% (555) for the Whitbread-owned chain†. The article went on to say that the market continues to have huge growth, exceeding 15% per year. The courseware introduced one method of analyzing the market known as SWOT (Strengths, Weaknesses, Opportunities, and Threats). It was interesting to find the following chart, Figure 2, located in the Datamonitor Starbucks Co rporation Company Profile. Figure 2. Starbucks SWOT Analysis This SWOT analysis invariably helped Starbucks with the next phase of the strategy process, that of objective setting. Setting Objectives As mentioned earlier, Starbucks mission statement eludes to uncompromising principles. According to the Starbucks. com, these principles include: 1. Provide a great work environment and treat each other with respect and dignity. 2. Embrace diversity as an essential component in the way we do business. 3. Apply the highest standards of excellence to the purchasing, roasting and fresh delivery of our coffee. 4. Develop enthusiastically satisfied customers all of the time. 5. Contribute positively to our communities and our environment. 6. Recognize that profitability is essential to our future success. While the Corporation calls these principles, and they are principles indeed, they also use these principles as a set of objectives from which they conduct their daily operations. A final objective that has recently come about from the Corporate Chairman Howard Schultz, is to ensure that the company does not forget its roots as it attempts to continue to grow. Schultz is aggressive. According to a Business Week article by Burt Helm, he would like to triple annual sales up to $23 billion by the year 2012, and almost quadruple the number ofStarbucks stores globally. This is smart. He sees the strengths and opportunities of the SWOT analysis above and wants to expound on his global presence and take advantage of the continual 14-15% annual growth of the market. Schultz also knows that there are slowing US retail sales however. To counteract this he intends to preserve the old world feel of a coffee bistro. In order to keep up with the demand, Starbucks has had to modernize some of its procedures. Helm states that the company has had to sacrifice some of the old world feel and incorporate the use of automatic espresso machines, vacuum sealed bags of coffee, CDs, and so on. Schultz wants to minimize the watering down of what he calls â€Å"The Starbucks Experience†. This is difficult in today's society in which most businesses attempt to get consumers in and out as quickly as possible and customers expect and demand the same, a phenomena known as â€Å"The McDonaldization of Society†. Implementation and Execution of the Strategy Starbucks has implemented the principles and goals into daily operations. Looking through page after page of the Starbucks website, it is evident that the corporation has internalized these principles and uses them as guidelines. Providing a great work environment hashappened in a number of ways. Starbucks provides employees with training and education. One program listed on the Starbucks website is called, â€Å"Learning to Lead†. In this program employees learn effective management practices. Another employee programis â€Å"Business and Communication† in which workers are offered a variety of classes to aid in their management skills. These programs allow for advancement and a sense of accomplishment by employees. They added together with company benefits are attempts by Starbucks to foster a friendly work environment. Diversity is accomplished through the hiring process. Starbucks knows that it is important that every voice is heard, and in which employees strive to learn about one another. In doing this, the company ensures that no group of potential customers are alienated. Starbucks applies the highest standards in freshly delivered coffee in a couple of ways. According to the company home page, Starbucks works with suppliers and farmers daily in an attempt to sustain high quality coffee production. In addition to this, a program known as â€Å"Coffee Education† was put into effect in which employees learn the finer nuances of coffee, from aroma to taste, and as a result are better able to speak to customers about the gourmet products. The intent of this according to Helm, is to share Starbucks' passion for coffee and to make the coffee industry more like the wine industry. If Starbucks is able to make its customers connoisseurs of coffee, it can then stock and sellhigh end coffee for up to $28 per pound. Starbucks knows that competitors such as McDonald's, Dunkin Donuts, or even the corner convenience store can't compete in this niche of the market. Starbucks has had success with ensuring that coffee drinking is an experience. According to Jeneanne Rae, â€Å"80% of Starbucks' revenues come from customers who visit their stores an average of 18 times a month†. This statistic alone tells us that the company is keeping its customers happy. The nice lighting, the plush furniture, the smooth music all aid in this endeavor. Rae goes on to say, â€Å"people will gladly pay more for an experience that is not only functional but also emotionally rewarding†. Simply put, I could go to the corner store and get a cup of coffee for $. 5 and get my caffeine shot for the day. In this process however I may feel like I'm missing out on the finer things in life, â€Å"The Starbucks Experience†. As a result, I will go out of my way, pay $2 for a cup of coffee, and feel more satisfied. Starbucks also strives to contribute positively to its communities and surrounding environments. It strives to be a friendly gathering place for locals. According to its website, Starbucks supports local organizations with cash and contributions as well as promotes art, culture, education, and environmental awareness. The final goal of Starbucks is to be profitable and promote future success. It does this through taking care of its stakeholders. The Starbucks Code of Ethics for CEO and Finance Leaders states, â€Å"I am charged with ensuring that stake holders interests are appropriately balanced, protected and preserved†. All corporate decisions are made with the preceding oath in mind. Starbucks will continue to have success in the coffee market due to its strongstrategy. From vision statement, through SWOT, to implementation, and finally the execution of daily operations, it has been a synergistic effort. This process has culminated in what has been coined, â€Å"The Starbucks Experience†. Customers will take a five minute detour, just as I did this morning, to be greeted with a warm smile, receive a piping hot cup of java, all in a clean quant old world feel environment. Howard Schultz and his crew are well on their way to achieving their goals of 40,000 stores and $23. 2 billion in sales by the year 2012. REFERENCES Datamonitor Starbucks Corporations Company Profile, 25 Jan 2005. Retrieved 20 July 2007 from, http://www. investor. reuters. om/data/files/Company%20Profile%20Sample%20for%20Reuters. pdf Helm, Burt. 9 Apr 2007. SAVING STARBUCKS' SOUL; Chairman Howard Schultz is on a mission to take his company back to its roots. Oh, yeah-he also wants to triple sales in five years. Business Week. Retrieved 20 July 2007 from http://proquest. umi. com/pqdweb? index=44=1252343951=3=1=3=PROD=PQD=309=PQD=1184944744=29440=1 Keel, Robert. 10 July 2007. The McDonaldization of Society. Ret rieved on 20 July 2007 from, http://www. umsl. du/~keelr/010/mcdonsoc. html McDonald's to open coffee chain in Japan, 12 July 2007. Retrieved on 20 July 2007 from, http://www. topix. com/drink/2007/07/mcdonalds-to-open-coffee-chain-in-japan Rae, Jeneanne. 27 Nov 2006. The Importance Of Great Customer Experiences? Business Week. Retrieved 20 July 2007 from http://proquest. umi. com/pqdweb? index=60&did=1166573331&SrchMode=3&sid=2&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1184944933&clientId=29440&aid=1 UK coffee market set to double over the next 10 years, 23 May 2007, Retrieved on 20 July 07 from,

Stinky Pinky Definition and Examples

Stinky Pinky Definition and Examples A rhyming epithet, such as glad dad for a happy father, or wild child for an uncontrollable youngster, is called a stinky pinky. Made up of an adjective and a rhyming noun, a stinky pinky is a type of rhyming compound that functions as a playful definition. As a word game, stinky pinky goes by various names, including hink pink, hank pank, wordy gurdy, and brain train. Examples and Observations 50 Stinky Pinkies an artificial body of water fake lakea bashful insect shy flya bed on fire hot cota better cafe finer dinera better knife nicer slicera boxer who has lost weight lighter fightera cautious bird wary canarycerebral overwork brain strainthe chief of police top copa chubby kitty fat catcolored lemonade pink drinka dark-colored sled dog dusky huskya deceased Marxist dead reddehydrated soup chowder powdera dismal chorus dire choira ditch in Paris French trencha fast elevator swift liftthe funniest joke best jestan explosion in a hen house gizzard blizzarda fanatical slave zealot helota fat fish - stout trouta fuzzy fruit - hairy berrya greased hen slick chicka group yell team screama grumpy mountaintop cynical pinnaclea happier small dog merrier terriera holiday in Panama isthmus Christmasthe home of a small rodent mouse housean impolite man rude dudean inactive flower lazy daisyan ink-stained little finger inky pinkya large toupee big wigpermission to take so mething away removal approvala rabbit that makes you laugh funny bunnya sensible pupil prudent studenta skinny little horse bony ponya smarter author brighter writera smelly finger stinky pinkya smiling father happy pappya Snickers bar dropped on the beach sandy candya strange looking goatee weird bearda superior pullover better sweatera supervisor in a bad mood cross bossa suspicious looking clergyman sinister ministera tardy spouse late matea temperate youngster mild childa tiny insect wee beea useful rule effective directivea wet puppy soggy doggya young cat in love smitten kitten Shawn Colvin on the Stinky-Pinky Game To play Stinky Pinky, you thought of an adjective and a noun that rhymed, hence the name Stinky Pinky, and described the thing without rhyming in order to challenge the other players to guess your Stinky Pinky. You started out simply; a farm animals sea vessel would naturally be a goat boat, and so forth, although single-syllable answers were called Stink-Pinks, two-syllables Stinky Pinkys, and of course three-syllable rhymes were Stinkity-Pinkitys. One of my fathers favorite words to rhyme was gherkin, as in pickle. Dad thought of a loitering picklea lurkin gherkina saucy picklea smirkin gherkina busy picklea workin gherkin.(Shawn Colvin, Diamond in the Rough: A Memoir. William Morrow, 2012) How to Play Stinky Pinky This game has acquired more elegant names since I first played it as a child, but this is the name I knew . . .. The game requires two or more players. One player thinks up a rhyming pair of words and provides a verbal cluea non-rhyming definition. The other player(s) must discover the rhyming word pair. The example that comes immediately to mind from my childhood games is this one: Player A: obese feline animalPlayer B: fat cat I actually remember, at the age of seven or eight, learning the meaning of the words obese and feline in this context.The game encourages careful listening to the clue and narrowing down the possibilities for an answer, constrained by the syntax of the clue and the need to find rhyming words.(Margie Golick, Playing With Words. Pembroke, 1987) Stinky Pinkies in the 1940s Atlanta subdebs [teenage girls] have a little patois somewhat like old Pig Latin which they call Stinky Pinky. It contains words like Super-Snooper (a G-man), Flyer-Higher (an aviator), Snooty-Beauty (a debutante), Hen-Pen (a girls school), Jug-Mug (a man in jail), and Silly Filly (a young girl). (Subdebs. Life magazine, January 27, 1941) A Double Stinky Pinky A stinky pinky is a rhyming pair of words; one gives a paraphrase and the challenge is to recover the stinky pinky. I believe Paul [Halmos] is responsible for the following excellent double stinky pinky. Give a stinky pinky for an inebriated scoundrel. Answers: a drunk skunk or a plastered bastard. (Irving Kaplansky, Reminiscences. Paul Halmos: Celebrating 50 Years of Mathematics, ed. by John H. Ewing and F.W. Gehring. Springer-Verlag, 1991)

Popular Music Essays - Counterculture Of The 1960s, Free Essays

Popular Music Essays - Counterculture Of The 1960s, Free Essays Popular Music Popular music is: "music that is enjoyed by the largest possible audience." It includes country music, folk music, rhythm and blues ( R musical comedy, jazz, marches, rock n' roll, and ragtime. Popular music is primarily listened to by young people. In his book, Sound Effects, Simon Frith said that popular music has been about growing up, and that it has been like this since the beginning of the century.1 However, the popular music industry is based largely on the sale of records. However, popular music can also do many great things for society. Harry Belafonte once said "A funny thing happened to the world in 1985, it cared."2 In the 1980's, many benefit concerts such as Live Aid and USA for Africa were held to raise money for people who were in need of help. Other benefits such as Hands Across America and Farm Aid showed that the listeners could get involved too. Popular music reflects the outlook of the listeners of that time period. The death of friends and family members during the first world war hardened people very much and this was reflected in the lifestyle of the twenties. There was much women's suffrage during this time. People began to smoke and drink more often, and generally became more irresponsible. Jazz had much musical freedom. It represented the way many people were feeling. Not everyone was smoking and drinking too much though. Many people still continued to lead highly respectable lives. For these people were the conventional songs. The big stage musical of 1921 was 'Blossom Time' which hit song was called 'Song Of Love.' This kind of song made people happy, something that was much needed in this post- war time.3 The teenagers of the twenties, on the other hand, were said to be carefree. 'Ain't We Got Fun?' by Dick Whitings was said to be a perfect theme song for that generation.4 The young people of that time were not experiencing the same kind of grief as the slightly older people. Many things happened in the 1920's. First of all, radio was beginning to gain much power. Many things were happening in baseball. And fun- loving Ouija boards were becoming very popular. Most of the songs of the 1920's were considered proper, however there was protest over the song "If I Met The Guy Who Made This Country Dry," by Jerome- Harry ven Tilzer. There were also the conventional songs with ballads and old-fashioned waltzes. Overall, the 1920's had good songs and lyrics in popular music with much emphasis on the musical stage.6 The great depression started in the 1930's. Because of this not many people could afford to buy records. But something new emerged out of the darkness. It was the radio. People could listen all they wanted, for free. People began to stop listening to the records and depended on their trusty radio. And not only could they tune into their favorite songs, but also hear the news and other forms of entertainment. During the 1920's, at least 40 million records were sold each year. During the early 30's, about one fourth of that amount had been sold. During this time big groups of jazz musicians started to play together. It was during the swing era and was known as the Big Band era. The songs were very optimistic and could bring up the mood of the listeners, who, at this time were very depressed.7 Swing music had a very loose feeling sound. It became more popular with the popularity of the radio. Duke Ellington once said in a song "It don't mean a thing if it ain't got swing." The soloists in Duke Ellington's band were said to be "Very individualistic, playing clarinet cries, saxophone moans, and trumpet grows to his hundreds of compositions."8 One of the leaders of swing was Fletcher Henderson who organized a successful "big commercial" band. In his bands were both white and black musicians. This took away many racial tensions many people were having, by making everyone equal.9 During the thirties many people immigrated to the United States. With them they brought the music from their country. This had great influence on American music. Some immigrant composers taught music or performed in